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Record Nr. |
UNINA9910255126203321 |
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Titolo |
Open Education: from OERs to MOOCs / / edited by Mohamed Jemni, Kinshuk, Mohamed Koutheair Khribi |
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Pubbl/distr/stampa |
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Berlin, Heidelberg : , : Springer Berlin Heidelberg : , : Imprint : Springer, , 2017 |
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ISBN |
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Edizione |
[1st ed. 2017.] |
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Descrizione fisica |
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1 online resource : illustrations |
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Collana |
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Lecture Notes in Educational Technology, , 2196-4971 |
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Disciplina |
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Soggetti |
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Educational technology |
Continuing education |
Education - Data processing |
Digital Education and Educational Technology |
Lifelong Learning |
Computers and Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Open Education, MOOCs, and opportunities -- Survey and reflection of open education policies -- Shaping the Future of Education -- Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education -- Impact of Openness on Institutions -- Promoting Arabic Open Educational resources in Arab Countries -- Creative Commons Education program -- Experiences of running a MOOC – A case in Taiwan -- Review of existing MOOC platforms -- Arabic Massive Open Online Courses -- Rwaq: Arab platform for MOOCs -- Open classrooms and schools through cloud computing. |
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Sommario/riassunto |
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This book focuses on the emerging phenomenon of Massive Open Online Courses (MOOCs), which are changing the fundamental underpinning of educational systems worldwide and forcing educators and other stakeholders to re-think the way instruction is currently conducted. It examines the origins of MOOCs within the context of the open education movement, and reviews current policies, guidelines and initiatives to promote the use of ICT in education through the development and use of open educational resources from international |
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practices, including implementation and licensing issues. With a particular focus on new trends in MOOCs, the book explores the potential of this emerging paradigm, its rise and its impact on openness in education. Various new initiatives are also presented, including more global examples and those that are more geared to certain regional contexts. The book is intended as a stepping stone for both researchers and practitioners who are looking to approach MOOCs from a holistic perspective. |
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